Technology use supporting ADHD and ADD learners

¶ … technology plays a very important role in the learning process of students with ADD (Attention Deficit Disorder) and ADHD (Attention Deficit Hyperactivity Disorder). The previous problems encountered by lecturers and ADD/ADHD learners, such as learning adversities caused by complexities in the behavioral patterns, were reduced when technology started to play a role in the educational environment of ADD/ADHD students. Problems even in simple learning intervention are now rarely experienced by both the lecturers and ADD/ADHD learners ever since technology became part of the educational curriculum for special students.

There are different kinds of technologies that are applied these days to facilitate the learning process of ADD/ADHD learners. This includes multimedia computers and televisions among many other learning devices that have been developed. Their use in special classroom environments presents advantages and disadvantages, as how they also do to normal learners who have no disabilities. However, in an advocate to maximize the usability of technology in helping ADD/ADHD learners to properly cope in their learning process, lecturers as well as clinicians have worked hand in hand to find strategies and techniques that can provide effective learning experience to special learners.

There are many researches and studies that focus on the use of technology in classroom environments particularly for ADD/ADHD learners. The results of related studies on the topic, whether technology is effective or ineffective shall be discussed in the following sections. Moreover, a discussion of the different kinds of technology as well as the promising strategies that can be applied in ADD/ADHD's classrooms shall be discussed.

Applied Technologies in ADD/ADHD Learning Process

Diverse kinds of technology were suggested by many lecturers and clinicians to be applied in the learning process of ADD/ADHD learners. It was revealed that technology helps in reducing the attention disorder problem of ADD/ADHD learners. Because of the interesting characteristic of many technologies, when applied to the therapy/development process, ADD/ADHD learners can gain the ability to focus.

One technology that helps ADD/ADHD learners increase their ability to focus is a video game. That's right, a video game. In contrast to how a video game is normally prevented from students because it can destroy their focus on their studies, a video game is suggested as a therapy to ADD/ADHD learners to increase their focus skills. According to Domenic Greco, a psychologist at Philadelphia, there are more than 50 clinics that use video brain-games to help ADD/ADHD patients (Sanders, 2005).

Another technology, and perhaps the most common one in learning environments, that helps ADD/ADHD learners is the computer. Similar to a video game, computers present an interesting characteristic that can aid the attention deficit problem of ADD/ADHD learners. Computer-based educational software that features appealing visual and auditory factors can challenge and stimulate the mind, even that of an ADD/ADHD's, thus assisting the learners to gain the ability to focus.

Computerized motor activities such as a machine for physical activity/exercise is another type of an assistive-technology that aids in the attention disorder of ADD/ADHD learners. Watching videos/movies also catches the attention of ADD/ADHD learners.

Conditions Where The Technologies Can Be Effective

Technology can be effective in the rehabilitation of attention disorder of ADD/ADHD learners especially during cases when the learner experiences an excessive lack of attention and unstable behavior. It is important to treat this kind of complexity that an ADD/ADHD individual experiences during his learning process because the level of attention that he can provide is an essential foundation to make his learning effective.

Mike Sanders (2005) indicate in his article one circumstance where the video game technology assisted one patient in gaining attention ability. Sanders indicates that,

In playing video games, Michael has to calmly focus on the task at hand to succeed, his mother says. After nearly a year of game-based therapy, he has learned to transfer the game-playing focus skills to school and even soccer, where he's become a prolific scorer, she says. (Sanders, 2005)

Technology can also play a great role during conditions when an ADD/ADHD learner manifests inattention and hyperactivity in his classroom environment. Rizzo and his colleagues, in their study of how a virtual classroom can aid in the rehabilitation of attention deficits, suggest that the use of technology such as a video brain-game can be presented as an initial introduction to a classroom to stimulate and build the learners' attention. Then, during a learner's use of the video brain-game, he will be instructed that during the class lectures there will be no more "playing." In this way, technology also serves as a way to teach an ADD/ADHD learner of a "give-and-take" process where he can also learn how to gain focus. Because he knows that he was given the chance to play and had made an agreement that there will be "no more playing" during class learning, there is a tendency that he will comply himself to meet the agreement.

In general, the appealing and attractive characteristics of technologies such as video games and computers are effective in obtaining the attention of ADD/ADHD learners. When strategically use in the teaching and learning process, technology can serve as a support and facilitator in ADD/ADHD's learning course.

Conditions Where The Technologies Can Be Ineffective

Strategies in the implementation and use of technologies in the goal of rehabilitating ADD/ADHD attention problems are important to achieve an effective learning process. Otherwise, the technologies will be ineffective.

Moderation is the key to the use of technology as a therapy to inattention and hyperactivity. For instance, watching television is being used as a therapy to increase the ability to focus for ADD/ADHD patients. Because of the visual and auditory features that are continuously received by an ADD/ADHD's stimuli, an ADD/ADHD patient can be engaged in watching and may result him to learn the ability to focus (Jorn). However, excessive and uncontrolled period of watching television may result to a more attention deficit problem. It may cause the ADD/ADHD individual to be too interested in watching television and may cause him to neglect doing other tasks such as learning.

Another condition when the technologies can be ineffective is when they are used as means to stop and divert lack of attention or misbehavior. For instance, it is not proper to make a child who continuously disturbs his classmates be engaged in a technology and assume that the child will later on gain his focus on the class lecture after using the technology. This method is ineffective because it may give the child the notion that he should always misbehave so that he can instead play with a technology rather than listen to a class lecture.